St Mary and St Thomas Aquinas Catholic Primary School. OCTOBER 2014 - - PowerPoint PPT Presentation

St Mary and St Thomas Aquinas Catholic Primary School. OCTOBER 2014

Learning through play.

“Play underpins all development and learning for young

• children. It is through play that they develop intellectually,

creatively, physically, socially and emotionally.” (Early Years Foundation Stage 2007) Learning through play allows children to learn with enjoyment and pleasure. Through play children can explore, develop and represent learning experiences that help them make sense of the world. Play allows children to practise and build up ideas, concepts and skills. It allows them to work alone or alongside

• thers, co-operate, share and take turns. It allows them to

investigate, think creatively and imaginatively. Play allows the children to have fun and learn.

The Seven Areas of Learning.

Personal, Social and Emotional Development. Communication and Language. Literacy Development. Physical Development. Understanding the World. Expressive Arts and Design. None of these areas of learning can be delivered in isolation from the others. They are equally important and depend on each other to support a rounded approach to child development. All areas are delivered through planned, purposeful and practical play with a balance of adult-led and child-initiated activities. In the foundation stage the curriculum is play based and activities are well planned and practical. The children learn by doing “hands

• n” activities building on what they already know and have

experienced.

Apple Activity. To show the importance of practical resources and activities.

Key Skills. Each of the seven areas of learning are planned to teach nursery children key skills linked to the particular area of learning. Personal, Social and Emotional development. This area of learning is about the emotional well-being of the

• children. It is about the development and respect for others

and developing social competence, confidence and

• independence. It is also about having positive attitudes to

learning. Obviously these attitudes are fostered in everything the children do. Circle time which helps children explore issues such as caring for each other, sharing and solving disputes. The children are encouraged to share, take turns, behave well, show consideration, and show respect for one another and their property.

Communication and Language. Speaking and Listening.

The development and the use of speaking and listening skills are at the heart of all the children’s learning. Activities are planned which give the children the opportunity to express their needs, ask and answer questions, explain things, give instructions, retell events and stories, develop vocabulary and make their point of

• view. It is obvious that these oral skills need to be in place before

a child can write a story, make a written answer to a question or write a poem. The talking table activity gives the children the

• pportunity to recall past events and share them with a group of

children in picture form. The pictures then develop into a story which the small group can read to the larger group.

Literacy Letters and Sounds.

The letters and sounds programme we follow emphasises the importance of developing the children’s speaking and listening skills as a priority. To develop children’s listening skills and an awareness of sounds in the environment we will take sound walks, play sound games, music sessions, story and song sessions. To develop an awareness of rhythm and rhyme in speech the children will use rhyming books, take part in singing and rhyming sessions, play with rhyming words and enjoy traditional nursery rhymes. To foster an awareness of alliteration we will play games such as I spy, collecting and treasure hunting objects with the same initial letter sounds. To develop oral blending and segmenting skills the children will have experience of word and sound games and adults modelling the skills.

Letterland and Jolly Phonics are two published schemes used in nursery to support the children in phonics.

Reading.

Activities such as jigsaws and puzzles all develop visual discrimination and concentration skills which are essential in reading. Each week the children take home a self chosen library book or a story bag/nursery rhyme bag. The story bags and nursery rhyme bags are designed with fun activities for you to share with your child at home to develop all the pre reading skills already mentioned.

Writing.

In all areas of the nursery there are opportunities for the children to practise their mark making skills. The children experience writing for a purpose. For example in the home corner, opportunities to write a shopping list, take a telephone message or write down a recipe. In the brick area, write a list of tools or building materials or draw a plan. In the writing area make a greetings card, trace a picture or address an envelope. In the painting and sticking area make a label or write a sentence about their creation. In the outdoor environment there will be opportunities for the children to develop their pre writing skills making patterns, weaving, chalking, drawing and painting on a large scale.

Mathematical Development.

The activities which take place in the nursery class are practically based and involve playing games with counters, cards, dice and role-

• play. Often there will be a problem solving opportunity.

Counting and recognising number. Children see numbers can be used as labels for example house

numbers, vehicle registrations and buses. Children recognise numbers in their environment e.g. telephones, televisions washing machines and

• microwaves. Through role play the children have the opportunity to use

number and develop counting skills. Counting involves saying the number names in order, forwards and backwards, often in rhymes and songs. The children can count a set of

• bjects systematically, counting sounds or movements. Children

estimate the amount of objects such as buttons in a tin and then check by counting.

Shape, Space and Measure.

Using sand, water, dough, beads, counters and other objects the children will investigate the concepts of more, less, longer, shorter, heavier and lighter. In the brick area the children work with 3D shapes becoming familiar with the names and properties. They use the language of positions and have opportunities for solving problems.

Understanding the World. In this area of learning the children are developing the

crucial knowledge, skills and understanding that help them to make sense of their world investigating more about the world in which they live and the people they meet. This forms the foundation for later work in Science, Design and Technology, History, Geography and ICT. Activities are based on first hand experiences that encourage exploration,

• bservation, problem solving, prediction, decision making

and discussion. The environment is set up with a wide range

• f activities designed to stimulate the children’s curiosity.

Appropriate visits are planned and visitors are invited into class.

Examples of some of the activities the children will be involved in will be: Cooking – Children can talk about changes to ingredients as they mix them together. Observing how the mixture changes after cooking. Using descriptive language to describe these changes.

Design and technology – In their construction the children

will learn to use tools safely and investigate the most appropriate equipment and technique for their purpose, joining, cutting, measuring, finishing etc. Using comparative language such as longer, shorter, lighter, heavier and stronger.

Exploring and investigating – using a range of

materials such as wet and dry sand, water, gravel, compost, clay.

Physical Development. Physical development in the Foundation Stage is about improving skills

• f co-ordination, control, manipulation and movement. Physical

development helps children gain confidence in what they can do and enables them to feel the positive benefits of being healthy and active. The children develop their fine motor skills through activities such as finger painting and lacing. The control necessary to carry out these tasks develops the same skills needed to control a pencil and produce neat, evenly spaced hand writing. Gross motor skills are developed through action songs and games, and a variety of playground equipment. Exploring malleable materials by squeezing, twisting, pinching, poking. In the dough area the children can use a variety of tools with increasing control using the dough to improve muscle strength.

Play dough Disco Activity. This is a fun activity using dough and disco music to develop muscle tone for pencil control.

Expressive Arts and Design. Creativity is fundamental to successful learning. Being

creative enables children to make connections between one area of learning and another and so extend their

• understanding. This area of learning includes art, music,

dance, role- play and imaginative play. The latter two elements of imaginative play are particularly important in the development of children’s story writing. Examples of some activities the children will be involved in will be: Exploring colour through working and designing with paper and fabric, experimenting with mixing colours in paint, using chalks, crayons, pencils felt tips, using language such as lighter, darker, thicker, thinner.

Exploring and investigating textures, developing

curiosity and using language such as rough, smooth, bumpy, prickly etc. Exploring sounds and music, moving to music and making music and dance. Expressing their emotions and creating feelings. Imagining stories and situations through role play. Making up stories through the use of puppets and small world objects, pretending to carry out a role of some one they have seen and expressing what they know and understand about that role i.e. doctor, shop assistant.

Religious Education.

As a Catholic school RE is at the heart of our

• curriculum. The children will follow the diocesan

curriculum guidance, ”Come and See” Collective Worship. The children will be involved in daily class collective Worship and prayers. Daily Prayers. Morning prayer. Jesus I give you my day, all my work and all my play. All I do and all I say, I want to do it in your way. Amen. Lunch prayer. Bless us O God as we sit together, Bless the food we eat today, Bless the hands that make the food, Bless us O God. Amen. After Lunch prayer. Thank you God for the food we have eaten, Thank you God for all my friends, Thank you God for everything, Thank you God Amen. End of the day Prayer. God our Father I come to say, Thank you for your love today, Thank you for my family and all the friends you give to me, Guard me in the dark of night and in the morning send your light, God bless mammy, God bless daddy, God bless my brothers and sisters and God bless me. Amen.

The Daily Routine.

We ask if you have older children to drop off that you bring nursery children in first as each day begins with registration followed by a small carpet session allowing the children to share news with the group. We begin each morning with prayers. Throughout the day the children will take part in whole group and small group adult led activities, choose from planned activities in all areas of nursery, be supported in all areas with adults as play partners modelling skills and language, developing speaking and listening skills. Activities are available both indoors and out. The children will have a daily phonic session, stories, songs, music and rhymes.

8.50-9.00 9.00-11.00 11.00-11.30 11.30-12.15 Worship time Registration and carpet time. Indoor and

• utdoor

activities independent and adult led. Music time and preparation for lunch. Lunchtime 12.15-12.45 1.00-1.20 1.20-2.30 2.30- 2.55 2.55-3.10 Outside play Whole group Phonics or number time. Indoor and

• utdoors

activities independent and adult led. Tidy up time Story time. Review time

The Outdoor Learning.

Children are naturally curious and the outdoor learning environment is a special place for all children. It offers them things such as space to be active and learn by moving and doing. It allows for multi-sensory experiences and play opportunities building on the child’s personal world. The nursery children will have learning opportunities taking place outdoors each day allowing them first hand natural experiences. The children will have the

• pportunity to experience different weather conditions

and changing seasons.

Forest Learning Experiences.

The children will have opportunities to learn in a forest environment. Forest learning has its roots embedded in Scandinavian countries where it has been part of their natural way of learning for many

• years. Children use their mathematical skills when building dens and

shelters, use their literacy skills when telling stories and making up imaginary scenarios. Investigating what grows around them identifying and using all their senses. Having the space to explore and create.

Write and draw. DENMARK.

Children gather around the fire to make their own lunch. Children know they are to sit on the ring of stones while the fire is lit.

Woodland Wednesday. Our Wednesday session has always been dedicated to outdoor physical play. This will continue but with a focus on the forest learning approach. As our new nursery site develops we intend to use the outdoor area to lead the children in exciting activities using the natural surroundings and materials. Growing food and flowers will be a large part of our curriculum this year allowing the children to have first hand experiences of how food grows and cooking with some of the produce they have grown. Children will need to wear warm clothes, joggers and outdoor comfortable shoes (trainers). Nursery has waterproof coats and trousers and wellingtons but during the winter children will need to have a hat and gloves. When our new nursery opens it would be good if the children had a pair of outdoor shoes (trainers) available to change into to enjoy their daily outdoor activities.

Assessment. Foundation Stage Profile.

Throughout your child’s time in the foundation stage they will be assessed as to where they are in their development in each

• f the seven areas of learning. The foundation stage profile

document begins when they begin nursery and continues throughout their reception year. The profile gives a full picture of a child’s development and covers all aspects of a child’s development. Assessment in nursery is a continuous daily process. Using observations we are able to identify children’s achievements and progress and plan their next steps in learning.

Parents.

Your views as a parent are valued greatly and we would like them to be included in your child’s profile. Each week we will send home your child’s diary which will outline what we have been learning at nursery during the week. This will give you the opportunity to engage in conversation about what they have been learning and have enjoyed. A space will be provided for you and your child to share experiences from home or from a visit. It is a chance to celebrate an achievement it could be as simple as trying to put on their own clothes, a visit to the park and climbing on a piece of apparatus or counting

• ut the carrots when you went shopping. All pieces of

information will help build up the whole picture of your child's development. Each child will have a LEARNING JOURNEY book which will be sent home in the summer term.

Baking. The children will take part in baking activities giving the

• pportunity for literacy, numeracy, physical and scientific

skills to be developed. The children will bring home their produce but we need to know if your child is allergic to any foodstuffs as often as part of the activity the children are allowed to taste and touch some of the ingredients. We would like to cook our own lunch on occasions perhaps making our own pizza, our own sandwiches a biscuit, cake or a drink. We will give you advance notice when these activities will happen.